Certifications Research Paper Example | Topics and Well Written Essays - 750 words

Certifications - Research Paper Example Certify by the International Professional Practice Partnership (IP3), ITCP confirmation is globally perceived as an indication of expert greatness. For IT experts, I.S.P. status furnishes customers and managers with trusted confirmation of an IT proficient learning and specialized foundation. I.S.P. standing has been allowed in Canada since 1989, and is enacted as an automatic assignment in six provinces*, with different territories progressing in the direction of comparable enactment. CIPS was structured in 1958. At the time, people who had an enthusiasm for IT could join CIPS as a Member. This kind of general participation in CIPS is still accessible today and gives various profits. Enrollment in CIPS is a prerequisite to hold CIPS proficient assignments. In the late 1980s, CIPS, alongside numerous other worldwide IT affiliations, perceived the need to build a full grown calling. The CIPS Certification Program was presented in 1988 with the dispatch of the preprofessional Candidate Member and the expert Information Systems Professional (I.S.P.) assignment. As is normal in many callings, there is a sensibly standard and bland course to the expert capability and the Candidate Member is the first step on the way to expert differentiation. Hopeful Members have finished an important training project, however have not yet aggregated the expert experience prerequisites. The benchmark for the I.S.P. is a four-year four year certification in Computer Science in addition to two years of expert experience or equal. This benchmark is identified with the CIPS Body of Knowledge (BOK) which characterizes the base satisfactory expert level of information and skill, joining both expansiveness and profundity. Authority of the BOK grants differing degrees of learning of and competency of the parts of the BOK, gave general dominance is kept up. This

Combining Nurse Leader with Advocacy Personal Statement

Combining Nurse Leader with Advocacy - Personal Statement Example This enables me to work with any medical organization in any part of America. However, due to the short duration that in the nursing profession, I have not managed to be a member of many professional associations, except in the Nursing Association of America, but am aspiring to be involved more and more in nursing and other professional associations (Manco-Herrman, 2006). Regarding career planning, I can say that I fully understand my role as a nurse, and know the requirements and description of my nursing profession. I understand that my greatest service is to the people, especially among the patients without showing any partiality. I am a goal driven individual, and my dream to become a renowned nurse in the nursing field driven my career. I would wish for a nursing profession where the nurses, particularly starting from me, will be able to deliver services to the customer, not just because they are in the profession, but because it is ethical to do so regardless of the money paid. I believe that this future career path can be achieved through determination and willingness to growth. Though career development might seem expensive, there have been sponsoring that offer training and financial support to nursing professionals who wish to grow and develop their careers. This enhances flexibility and gives the capacity of nurses to adapt to the future scenarios (Massella, 2005). As concerning the personal journey disciplines, I can rate myself as good, aiming to become excellent. During the short duration that I have been in the nursing field, I have been able to take part in action learning. This has enabled me integrate the problem solving techniques with the already acquired skills to enhance the delivery of services to customers. Normally, when left to make decisions regarding the welfare of the patients, I personally evaluate the condition or the situation, make decisions, decide on the most appropriate decision and personally reflect on those decisions to de termine their feasibility. However, I have not been fully involved in council planning, but I have participated in leadership trainings where I have acquired skills regarding leadership. Nevertheless, through the reflective practice, I have been able to assess my leadership development plan and determine my progress in active leadership behaviors. This has enabled me rate myself as far as leadership is concerned and enable me determine the most appropriate methods and practices in leadership to enhance my development as a leader (McClure, 2005). Rating myself in terms of reflective practice reference and behaviors, I always use the guidelines that facilitate my evaluation and reflection of involvement in nursing career. These include the skills acquired, identification of my role as nursing professionals, identification of the discrepancy in nursing and also I have been able to propose the most flexible means to enhance growth of the nursing profession in the future. I normally hold integrity as the key factor in my nursing profession and a leader, and to appreciate ambiguity since it acts as a driving force encouraging my advancement in nursing career. Whenever I feel inadequate in a certain area, I always seek clarification from higher professionals or through research. People in the nursing

Self-Assessment on Group Work

Self-Assessment on Group Work The End or The Beginning? Donald J. Peters Doug Flemming Introduction This module has served as a reminder that I should not give up on group interaction. I need to embrace the dynamics so I can be a better manager, leader and group member. We have learned about the significance of groups and that a large part of our professional life fundamentally relies on our group interaction skills. Improving group interaction skills can be very satisfying to all group members and advance the business organizational model as well. There are also some significant difficulties and hurdles intertwined with small group interaction. This makes groups a crucial focus for study, examination and action. The goal of this summary paper is to identify key concepts or topics that we have discussed, examine why we study group interaction, a self-analysis of our ability, and a discussion on how group OL313 is functioning. Topic 1 Discussion Background factors The first subject I want to discuss is background factors. By definition, background factors are attributes that existed prior to the groups formation and will probably endure after the group no longer exists. Some relevant background factors include personalities, age, health and values. Personality is one of the most important background factors in small group interaction (Tubbs, 2009). I am a member of a modification proposal working group and attend monthly meetings for my organization. In this working group, we discuss issues and the perceived failures of the modification proposal process. The normal attendees from the Tinker AFB location include both government and civilian employees who were purposely selected by the working groups senior member and government manager. There are various subject matter experts who also attend based on leaderships selected topics and questions. I was directed to attend and support this working group as I have been anointed the subject matter expert for these issues. My office has the responsibility to receive the modification proposals from the initiator and insure approval in a timely manner. Often this is not as easy as it appears. The working group chairperson is one of the high-ranking government employees in our building. Questions are asked at the meetings and the answers are not listened to. These processes are documented by the Air Force and there is very specific guidance detailed in the instructions. It is my observation that the chairperson has a need to control or influence the process to the point that it is interfering with the outcomes of the group. Due to my perceptions of the chairperson and the group in general, this meeting is basically a time killer for me. I continue to provide information as requested but I no longer have the patience to deal with the point counter point discussions which keep the process moving in a circle. There have been interactions with other group members who have noticed that there is a difference in my attitude when I attend this meeting. I would say I need to do a better job of camouflaging my attitude while attending this meeting. I dont believe I can bypass my attitude without engaging the source. Personality appears to be the most relevant background factor in this situation. It appears that the chairperson has trained themselves to look for opportunities for improvement without regard for the documented process. I was trained to follow the documented process for repeatable, sustained results. I have conceded that the documented processes may be too restrictive for our purpose, but there is also a process to seek relief from said restriction. Situationally, I have determined that this could be a personality issue, at least on my part. The Myers-Briggs Type Indicator (MBTI), a popular method of measuring personality, revealed that I demonstrated a high tendency towards introversion. Some of the ways introverts are described include, more reserved, like to be alone and more focused. I have learned, that although I dont see this as my fault, I have been a contributing factor to the problem or issue at hand. I have been a hindrance to the working groups goal of resolving the modification proposal issues. I have set a personal goal to try and resolve this conflict. I may not be able to fix a problem within a working group but I should be able to control my actions and set an example to follow. Topic 2 Discussion Circumstance and Structure I work in a windowless building but the technology used in some of our conference rooms is our window to the world of the B-2 bomber. Normally the atmosphere of the building I work in feels restricting. A dreary place where the atmosphere never changes. The conference rooms however, are very well maintained and tastefully decorated. It gives off a good vibe when you attend meetings in these conference rooms and I believe it effects the way people act and react to the information discussed in these venues. The meetings that I normally participate in take place in three large, well maintained conference rooms located throughout the building. There are normally several large rectangular tables set up in a horseshoe design and the chairs are very comfortable. The horseshoe layout allows dignitaries or the head of the meeting to sit at the head of the table. This position allows all participants to view the leader of the meeting. Due to the number of personnel, there is an overflow area established on both sides of the tables. One large advantage we utilize in our conference rooms is the ability to video teleconference (VTC) between geographically separated units. The attendees can view each locations speaker if they share the same equipment architecture. The conference rooms also have the capability to push briefing slides, normally power point, across multiple locations and that ability allows all participants to share data. I enjoy the capability to observe the VTC briefers as they provide their information to the group. It helps me remember that they are people like me, and not just another voice with a tasker or an assignment. The VTC capabilities also help to reduce travel expenses that would otherwise be accepted as the normal cost of doing business. During the last five years, I have noticed that people tend to sit in the same locations when attending meetings in these conference rooms. I also sit in the same locations depending on the meeting content and my role during the meeting. There are meetings when I am required to brief information to the group and its during those meetings when I sit at the table. That seat is as close to the VTC camera as possible so I am off camera to the group, but located near a microphone so I can be heard. Another meeting I attend puts me more in a support role and I try to sit away from the table, but close enough to the briefer to assist with questions or clarifications. These perceived seating assignments appear to be accepted as the norm by all attendees. I have needed to sit in other locations than my normal place and there have been times when the meeting chair did not think I was in attendance. The size of the group does have an impact on discussion. Smaller groups, less than ten, appear to be more relaxed and willing to facilitate the exchange of ideas or speak up when required. The larger groups, to include the offsite attendees, lose focus on the discussion topic and start sidebar conversations. Theses sidebar conversations can be very distracting and limit the exchange of ideas and reasoned answers to topics at hand. I personally think I perform better in the smaller groups and need their feedback to help my performance. The larger groups are a challenge for me as I dont always know who the players are and how they normally function. It appears or feels as if there is no cohesion or unity. The communication network that I see demonstrated during these meetings, using our wonderful VTC system, is the wheel. In this case the leader is viewed as the central person, or hub of the wheel and all communication and comments must pass through the hub or leader (Tubbs, 2009). The leader of the meeting is in control of the technology and responses are restricted to the leader of the meeting. The other offsite users appear to manage their meeting in the same fashion. I think it works very well in preventing people talking over one another while using the technology. The ability to have productive meetings is related to many different factors. From the setup of the conference room tables to your territorial seat at the meeting, these influences can contribute or impede the groups ability to operate. Some organizations have grown very adept at the use of this technology and I feel that its use provides everyone with more feedback on the items discussed. Although it appears our leade rship is using a restrictive communication network described as the wheel, it seems to work well for the groups using this technology. Why Study Group Interaction At the basic level interaction is simply communication. Small group interaction is the process by which three or more members of a group communicate, verbally and non-verbally, to influence one another (Tubbs, 2009). Why does an organization or individual need to educate themselves about interaction? The answer appears to be straight forward in that almost every business requires some form of interaction or communication. For that communication to be successful, it requires certain skills and capabilities. The continued study of communication will refine your skills and competencies which, in turn, will allow you the opportunity to become a more effective manager, leader and team member. This knowledge can save the organization time and limit expenditures. Self-Analysis The first thing that comes to mind is how much time has passed since I have been in a classroom. The experience has initiated a reassessment of my abilities as a student, learner and team member. As a student, I realize I need to improve my study skills and practice interaction daily. After retiring from the military, I intentionally sought out employment that would limit interaction. I did not want to be in leadership or management as I did not want to have that responsibility again. As I have progressed through the current company, I require those skills once more if I hope to be promoted. My ability to learn has not changed and for that I am thankful. But knowledge application has suffered. This course has shed light on some communication issues I am experiencing at work and that identification has led me to a new goal. That goal is to participate in the process through interaction and communication. Im not sure if I can reverse any of the negative interaction trends I have noticed, but I am sure I want to be a person that contributes, not a person that detracts from the group goals. Once I wrapped my head around what the professor expected and the teaching style, I enjoyed the class. I am a slow starter with new information but my interest in the subject matter increased with each week of instruction. Group OL313 Another module down and the group is that much closer to completing the objective of a college degree. I dont presume to know what the rest of the class thinks but I for one am very comfortable being part of this group. The fact the most of us have either had military experience or have worked close to the military complex seems to be the one thing we all share; other than being human I mean. I do not recall one instance where we had an issue within the group. As the oldest member of the group, I have faced technology challenges during instruction. Everyone in OL313 has helped or offered to help me sort out those issues. There have been several in our group who appear to have shown a marked improvement in communicating and interacting. It has been a pleasure to witness those changes for the better. I appreciate working with a group of this caliber and look forward to the few months we have remaining in this program. Conclusion To conclude, I have briefly discussed the background factor of personality and that it is the one of most important factors to small group interaction. Personalities exist prior to group formation and will likely remain the same after dissolution. The topic of structure was addressed with discussion centered on seating arrangements and technology. A brief self-analysis of my skills and where I think I need to go from here; as well as some thoughts on why we need to study small group interaction. And finally, I closed with analysis if how I think the OL313 group is performing. References Tubbs, S. L. (2009). A Systems Approach to Small Group Interaction. New York: McGraw-Hill.

The Dot.Com Bubble Phenomenon: The rise and fall of the first e-stock

When the internet first made an appearance in the business world, outside of government and military use, the term dot.com was introduced. The technical term â€Å".com† is defined as a suffix used to describe a company that uses the internet as a primary or only marketplace for transfer of goods and services. It was being used as a suffix to the several existing web addresses. It only took a few months for .com websites to become the dominant form of business transaction (Simpson & Simons, 1998). The phenomenon behind this story lies in the rapid rise and fall of the dot.com companies and the players, events, and mindsets that accompanied the bubble boom and bust (Simpson & Simons, 1998). In 1995 Netscape was one of the first dot.com businesses to enter the NASDAQ Stock Exchange, an automated exchange which has, since the Dot.com power struggle, become associated primarily with technology shares. At that time the NASDAQ was still not considered a technology exchange and Netscape entered the exchange. In 2000 the NASDAQ 100 Composite index peaked at 5,132 points at more than 500% from its original level in 1995. America was in the grip of dot.com hysteria and anybody with little more than an idea could launch a web-based company and become â€Å"paper millionaires† almost overnight. It is important to note that the NASDAQ 100 Composite Index only started out at 100 points (Morrison & White, 2000). The overall mentality of the business approach of investors dramatically changed from investing through business models and principles to a â€Å"gold rush† (Senn, 2000) similar to the way things occur before the stock market closes today. Many people believed that the â€Å"new economy† businesses would become the blue-chips of the future. It is note-wor... ...orrison, M., & White, C. (August, 2000). Super.Com: An analysis of message strategies utilized in super bowl ads for dot.Com companies. Paper presented at the Association for Education in Journalism and Mass Communication, Phoenix, AZ. Mougayar, W. (1998, November 2). E-commerce? E-business? Who e-cares? Computerworld Parker, R. P., & Grove, C. B. (2000, July). Census bureau moves ahead on measuring e-business. Business Economics, 35, 63-65. Senn, J. A. (2000). Electronic commerce: Beyond the â€Å"dot com† boom. National Tax Journal, 53(3), 373-383. Simpson, G. R., & Simons, J. (1998, October 8). The dotted line: A little Internet firm got a big monopoly. The Wall Street Journal, pp. A1. White, C., & Scheb, J. (2000). The impact of media message about the Internet: Internet anxiety as a factor in the adoption process in the U.S. New Media and Society, 2(2), 181-194.

Model of Professional Enhancement and School Leadership

The intent of this survey is to research the ‘Model of Professional Enhancement and School Leadership in a Pakistani Context ‘ . This research will depict the effects of different signifier of professional development on instruction and acquisition in Karachi, public and private Primary Secondary schools, utilizing study methodological analysis. This chapter discusses, the design of the survey include a description of research hypothesis, instructor and decision maker population and samples, study instruments, instructor and decision maker treatment processs, independent variables, method used for aggregation and intervention of informations, and the statistical techniques used. 3.1 RESEARCH Design: This research involves a descriptive statistic research survey, researching the bing accomplishments, properties and behaviour. It describes the development of coordination analysis with the behaviour of the LPI and the relationship among the variables of school professional acquisition communities. Two study instruments, LPI and SPSLC were used for roll uping informations. During Aug and Sep 2006 a study entitled Leadership Practice Inventory ( LPI ) was structured for school principals, based on 30 separate statements, refers five of the patterns such as: Challenge the procedure, Inspire a Shared Vision, Model the Way, Enables others to Act, Encourage the Heart, in the account of the instrument. The statements were indiscriminately placed within the context of the Likert Scales are as follows: About Never, seldom, Seldom, Sometimes, Normally, Very Frequently and Almost Always. The ( SPSLC ) School Professional Staff as a Learning Community will supply, an apprehension of instructor ‘s brooding perceptual experience on professional acquisition influenced by leading pattern stock list. The statements depicting instructor ‘s perceptual experiences were coded utilizing 17 forms of five dimensions. SPSLC labeled as: dim 1a Autocratic Style, 1b Participatory Management, dim 2a Positive and Shared vision for staff, 2b Positive vision for scholar, 2c Positive Vision for Learning Process, dim 3a Collective Learning and Share Information, 3b Consideration and Learning Issues of Staff, 3c Teaching and Non Teaching Issues, 3d Improvement and Implementation of Learning Staff, 3e Assessment and Revision of Teaching Staff, dim 4a Vision and Observation of Classroom Teaching, 4b Class room Observation and Interaction of Learning Staff, dim 5a Agreement of clip for Staff Interacting, 5b School Condition and Capacity of Structure, 5c Staff ‘s Communication and Trust, 5d Positive Relationship Among Staff, 5e Isolated and Collaborative behaviour, stand foring each of the 17 forms from the SPSLC. 3.2 SAMPLE Population: The population of this survey comprised of 20 authorities and 20 private schools in Karachi. This was a group survey of instructors and principals practising in public and private schools of Karachi, metropolis territory authorities schools are include. These schools had a combined sum of about 80 principals and 80 instructors. The leading pattern stock list ( LPI ) was asked to finish the questionnaire to each take parting school principal as a ego perceiver for their establishment. The school professional staff as a acquisition community ( SPSLC ) questionnaire was filled by the take parting school instructors. 3.2 CENSUS INSTRUMENT ( a ) LEADERSHIP PRACTICE INVENTORY ( LPI ) : â€Å" The leading pattern stock list ( LPI ) has its beginning in a research undertaking Jim Kouzes and Barry Posner began in 1983 † . LPI is one of the most celebrated of the shelf instrument which is used universe broad by research worker researching the of import properties and behaviours of leading. The importance and significance of LPI can be judge easy by the fact that it has the use of more than one million people all over the universe since past two decennaries. The consequences which are driven from LPI have proven it, a dependable and valid instrument used to mensurate leading effectivity. Furthermore, the consequences have besides shown that leading accomplishments and behaviours can be easy understood and learned. An instrument is considered to be a good, if it possesses sound psychometric belongingss, the consequence should be dependable and valid. The cogency of an instrument can be judged by its truth of foretelling a public presentation. LPI has two cogencies i.e. menu and prognostic. Fare cogency shows that the consequences are significantly correlated with public presentation steps and can be usage to foretell effectivity of leading patterns easy. This instrument is comprised of 30 statements to measure, the five patterns of model leading model and the LPI contributed amply to our apprehension of the leading procedure and in the development and unleashing of leading capablenesss. The proof of LP can be judged by look intoing the tonss of LPI between high and low acting steps. This peculiar issue was examined by implementing favoritism analyses as categorization technique to find the consequence of LPI tonss on group directors which are classified under legion public presentation based cl asss. The public presentation classs of the directors on LPI observer leader ‘s effectiveness graduated table can be formed by puting the highest and the lowest tierce of the director in a sample population. ( B ) SCHOOL PROFESSIONAL STAFF AS A LEARNING COMMUNITY ( SPSLC ) â€Å" The school professional staff as a acquisition community ( SPSLC ) was developed by Dr. Shirley Hord ( 1997 ) of the south west Regional Educational Development Laboratory, in concurrence with the staff of the Appalachia Educational Laboratory. Originally designed as an assessment tool for a school that reinvented itself over several old ages, the SPSLC was created to â€Å" measure globally the adulthood of a schools professional staff as a acquisition community. † ( Mohan and Iestsky & A ; Sattes ; 997, p. 4 ) . The SPSLC will demo informations on the organisational image of the school territory from the place of the staff members. This information will be used in developing a coordination analysis with the behaviour of the LPI. Further more, it will supply an apprehension of instructor ‘s brooding perceptual experiences on professional acquisition as influenced by leading patterns. This questionnaire is dwelling of 17 forms grouped in to five major dimensions of professional acquisition communities. â€Å" The field-testing on the SPSLC was conducted by the Appalachia Educational Laboratory corroborating that the instrument was dependable in distinguishing modules of 20 one schools â€Å" in footings of their adulthood as learning communities. † ( Meehan or Iestysky & A ; Sattes, 1997, p. 4 ) . Observations and many treatments accent on the credence of every sort of, which is an of import feature of productive larning community to work towards betterment. Many other qualities required to cut down isolation among staff such as: trust and regard, supportive conditions, cooperation and coaction, increasing staff capacity, supplying a productive environment, sweetening of effectual communicating and shared personal patterns by decision makers and comparatively intensive socialisation procedures. Supportive conditions play a dynamic function to promote staff members, which are non interested with the undertaking given by the organisation or decision maker. 3.3 INFORMED Consent: Each principal and instructor who agreed to take portion in the research survey was provided with an informed consent signifier sing this research survey. The informed consent signifier described the intent of the survey, processs, possible hazards and expected benefits associated with this research. Further, participants were assured confidently of the research records. To the best of research worker ‘s cognition, the research activities involved with this survey posed no more psychological hazard of injury than participants would see in every twenty-four hours life. 3.4 DATA COLLECTION AND RESEARCH PROCEDURE: To comprehend the wide vision of professional development and the theoretical account of school leading in a Pakistani context, permission was granted to carry on study by Board of Advance Study and Research, University of Karachi. As the informations aggregation processs requires, census instrument to be filled by the instructors and school principals of assorted schools which are included in sample population. The population consists of 20 public and 20 private schools. Ten towns out of 20 were selected from Karachi metropolis including Gulshan town, Jamshed Town, Saddar Town, North Nazimabad Town, Shahfaisal Town, Liaqatabad Town, Gulberg Town, Lyari Town, Malir Town and Korangi Town. Out of these 10 towns, 40 schools were selected among which 20 schools belongs to the private sector and 20 were of authorities sector. Researcher visited each school to carry on the study as the informations were meant to be collected from learning staff and principals on an single footing, for that purpose some instructors demanded a limited clip span to supply sufficient feedback and some of them responded blink of an eye. An introductory missive, every bit good as a missive of informed consent, sing the nature of this survey had been showed to the principals, to take permission for the distribution of nose count instruments among learning staff. The missive of informed consent contained elaborate information about the research worker and the doctorial plan that was approving this research undertaking was besides presented by the research worker along with questionnaires to each principals. The overseers and principals who agreed to take part were asked to finish the Leadership Practice Inventory ( LPI ; Kouzes & A ; Posner 1997 ) and principal the school professional staff as a acquisition community ( SPSLC ) que stionnaire ( Hord, 1997 ) to all professional i.e. certified staff members assigned to their schools. Principals were asked to supply a missive of verification of their willingness to take part in the survey. The research explained the study instruments verbally and besides frontward a screen missive repeating the intent if the research and the exact informations aggregation procedure proposed along with a transcript of the instrument to each principal. The research worker sought permission to carry on research in each several school. Each high school take parting in this survey was coded as its consecutive Numberss. To continue namelessness, each school was coded with a figure. Information packages including the followers: A cover missive explicating the process and study disposal An informed consent signifier for finishing the school professional staff as larning community ( SPSLC ) questionnaire and the leading pattern stock list ( LPI ) questionnaire. The topics which were invited to take part in the study were learning at least one secondary and one primary degree class in a public and private school in Karachi that had grade constellations of Grade 1 to 5 and Grade 6 to 10. The participating schools were requested to return the studies within 10 yearss. Telephone calls were made to each take parting school to corroborate reception of the packages and to emphasize the timeline for return. While engagement was voluntary, staff members were promote for the engagement and support in order to supply a clear representation of their learning professional community. Principals were sent a transcript of each study instrument to be completed and returned under separate screen of the study instruments, each school returned the complete study instruments. After carefully reexamining and discoursing the study instruments during squad planning meetings one school territory selected elected non to take part in the research survey. A combined s um of 80 study instruments from respondents were returned by Feb 18, 2007. Participants were instructed to make full in their gender and school name on the questionnaire. Rather they will be offered drumhead informations bespeaking where their school was positioned for each dimension on the graduated table of a acquisition community. After the clip period of six months informations had been collected successfully which leads to the procedure of aggregation, choice and filtration of conducted information for the use of several statistical trials to obtained, cardinal findings and consequences of the survey from the sample population. 3.5 Restrictions: This survey is non without restrictions, the most obvious restriction is the little figure of schools that participated in the survey. The survey is besides limited in that the nature of the survey will non supply a full image of the grade of long term alteration that may happen in instructor ‘s brooding patterns. Another restriction is that instructor concerns, decision maker concerns, and professional development activities were step by self-report through the usage of a study based on instructor ‘s perceptual experiences and a record of professional development hours log provided the private and public schools of Karachi. This information aggregation carries with it the hazard that respondents are non wholly candidly in his or her responses. 3.6 Boundary lines: The population of this survey was delimited to a big Numberss of schools. Center of focal point in this survey is schools of Karachi. Schools of different metropoliss in all over the state were excluded. The clip span for completion of the questionnaire by participants was one hebdomad in order to analyze, the in depth observation of instructors easy, every bit good as to cut down the clip span during which alterations in sentiment sing principals behavior might happen. 3.7 Statistical Procedure: The information from the LPI and the SPSLC will be evaluated utilizing: descriptive statistics, including frequence distributions including mean, average, standard divergence and analysis of discrepancy for each school and matching superintendent informations. A individual with a 2-tailed non-directional trial will be used with the LPI profile informations and the SPSLC profile informations by utilizing Pearson ‘s correlativity coefficient ( i.e. , relationship between two or more variables ) across the dimensions of the leading manner of the school overseer and their several schools with the learning staff capableness to go a professional acquisition community. 3.8 RESEARCH Question: 1: How do school decision makers perceive their leading manner in the selected schools? This research inquiry was designed to qualify the leading manner of the school principal or overseer and his or her relationship with their staff. This inquiry was designed to qualify the leading manner of the overseer and principals of the sample schools. This information will be obtained from the overseer ‘s and principal ‘s completion of the LPI. Scoring and suggested contextual definition foe an appropriate leading manner is suggested by Kouzes & A ; Posner ( 1997 ) . 2: How do school instructors perceive their contemplation on professional acquisition? Using informations procured from the SPSLC completed and submitted by the take parting instructor ‘s of the schools, a information analysis was conducted to utilizing these variables with the SPSLC informations from each school. 3: How does teacher ‘s contemplation on professional acquisition differ by administrator leading manner? This inquiry intends to compare whether instructor ‘s contemplation on professional acquisition differ by schools with decision makers of different leading manner. 4: What are the relationship between decision maker ‘s leading manner and instructor ‘s contemplation on professional acquisition? This inquiry will be defined from the correlativity processs described utilizing the school overseers and school principal ‘s LPI information with the corresponding school ‘s SPSLC information. Table 3.4: Research Questions and the Descriptors and Dimensions used Research Questions Descriptive / Dimensions used How do school decision makers perceive their leading manner in the schools? Leadership Practices Inventory ( LPI ) Dimensions 1 – 5 How do school instructors perceive their contemplation on professional acquisition? School professional staff as a acquisition community ( SPSLC ) Dimensions 1 – 5 Forms 1a, 1b, 2a, 2b, 2c, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 5a, 5b, 5c, 5d and 5e How does teacher ‘s contemplation on professional acquisition differ by decision maker ‘s leading manner? School professional staff as a acquisition community ( SPSLC ) dimension 1 – 5 Forms 1a, 1b, 2a, 2b, 2c, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 5a, 5b, 5c, 5d, and 5e What are the relation ship between decision maker ‘s leading manner and instructor ‘s brooding perceptual experience on professional acquisition? Leadership Practice Inventory ( LP I ) Dimension 1 – 5 school professional staff ( SPSLC ) Dimension 1 – 5 Forms 1a, 1b, 2a, 2b, 2c, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 5a, 5b, 5c, 5d, and 5e 3.9 Summary: The intent of this survey is to measure the educational leading pattern that impact teacher ‘s contemplation on professional acquisition and the capablenesss of their school ‘s to go professional learning communities. Chapter III described the general research design and qualitative methods used in the survey. The school professional staff as a acquisition community ( SPSLC ) and leading Practice Inventory ( LPI ) study instruments were used to place schools as instance surveies were described in item. The site of this survey is 20 private and 20 public primary and secondary schools of Karachi. The questionnaire of LPI and SPSLC concerns instructor ‘s perceptual experiences about school staff and the principals as instructional leaders. LPI assessed the five major patterns exemplified by transformational leaders LPI 1-5 dimensions observed the qualities of principals. Each point of the 30 statements contained in the instrument was scored utilizing a seven-point Likert Scale. In this chapter we have discussed the cogency and dependability of LPI, sing different tabular arraies with their dimensions and forms to cognize how much LPI effectual as an instrument. On the other manus SPSLC continuously gives attending to five properties which are organisational agreements of school comprised of 17 forms and helps to alter school organisation into a acquisition community. It provides a powerful communicating to measure a relationship between instructors and principals. Calculated Dat a identifies the important relationship by utilizing Pearson ‘s coefficient correlativity. LPI and SPSLC will be evaluated descriptive statistics ( mean, average, standard divergence, analysis of discrepancy ( ANOVA ) and determine average differences among LPI groups and relationship between two or more variables which are leading manner of the school principals and their professional staff ‘s part as a acquisition community.

Role of Ultrasound in the Early Detection of an Ectopic Pregnancy.

CASE STUDY: Role of Ultrasound in the early detection of an ectopic pregnancy. Introduction. Ectopic pregnancy is the fourth most common cause of maternal death in the United Kingdom, accounting for 80% of early pregnancy deaths (Lewis and Drife 2004). Furthermore, it is still the most common cause of maternal death in the 1st trimester of pregnancy (Condous G 2006) affecting 1:100 pregnancies (Ectopic Pregnancy Trust 2007). For this case study I will discuss the essence of scanning women who present in EPU’s with a positive pregnancy test and any symptoms of a possible ectopic pregnancy. CASE REPORT This is the case of 32yrs old primigravida referred to an early pregnancy unit by her GP with a history of irregular menstrual cycle, heavy bleeding for a week and a positive pregnancy test which she did 10days earlier. Conception was spontaneous. Her Gestational age by her LMP was 4weeks and 4days. A transvaginal ultra-sound was performed which identified the absence of an intrauterine gestation sac. The endometrial thickness was 2. 0mm, midline echo intact and thin and homogenous. The right ovary was visible and normal; the left ovary was visible and normal with a corpus luteum. An adnexal mass separate from the ovary was found adjacent to the left ovary (appendix 1). There was free fluid in the pouch of Douglas with was ground glass appearance which was consistent with haemoperitoneum and was tender to the left were the mass was situated (appendix 2). In view of the findings a left tubal ectopic was diagnosed. In keeping with the department protocol an urgent BHCG and progesterone was done whiles she was referred to the emergency team for further management. Result came back as BHCG 72 iu/l and progesterone 3. 00nmol/l.. She had a laparoscopic salpingectomy for a left tubal ectopic pregnancy. Histology of the product removed laparoscopically was positive of an ectopic, and a repeat BHCG was repeated after a week. The patient was started on antibiotics and recovered successfully. DISCUSSION An ectopic pregnancy is an extra uterine pregnancy. The most common site for implantation is the fallopian tube; however, the conceptus may implant in the ovaries, the cervix, or the abdomen (Drife J, Magowan B 2004). An ectopic pregnancy is a potentially life-threatening gynaecological emergency hat requires urgent intervention. With the above case her LMP indicated a pregnancy of less than 5weeks. She would have been considered outside the criteria of finding an ectopic pregnancy, and would have been considered a possible early miscarriage. With the patients history of irregular bleeding a decision was made to scan. An irregular period can mean that ovulation does not match her last menstrual cycle. All sexually active women of reproductive age who present with lower abdominal pain, with or without vaginal bleeding; an ectopic pregnancy must be excluded. When woman present in a clinic and has had a positive test either at home or at a GP practice it is an indication she is pregnant, and as mention by (Bisset, et al 2002) the role of ultrasound is to identify the site of the pregnancy, if an intrauterine pregnancy is not found then ectopic pregnancy should be considered. Likewise a study by (Haider et al 2006) found out that providing ultrasound as an initial assessment with suspected ectopic has improved clinical management. She should be scan to identify the site of the pregnancy; this was why the decision to scan these women in the department even before an HCG test is carried out. but with her history of irregular period a decision should be made to scan. (The Early Pregnancy RCOG guidelines 2006) confirms a BHCG below 100 iu/l and progesterone below 60iu/l should be treated as an ectopic. When the scan was done and an endometrium of 2mm was seen. The endometrium thickness and appearance can be can be deceptive and these findings can be interpreted as a non pregnant uterus The urine dipstick test for beta-hCG (urinary pregnancy test) carried out is a quick, easy, and sensitive test. It has a sensitivity of 99% at a urine beta-hCG level greater than 25 IU/L, If a woman has a negative urinary pregnancy test, this almost invariably means that she does not have an ectopic pregnancy. However a blood beta-HCG of 72 iu/l was a low level in keeping with guidelines and if this was done prior to the scan it would have been interpreted as a possible failing pregnancy. However, (Condous G, 2006) insists that if it is positive the woman should have a USS. As the vast majority of ectopic pregnancies are tubal, there is ongoing debate in regard to the best method to investigate and diagnosing (tubal) ectopic pregnancy. In Condous report it was recommended that a urine test be done but most patients would have had a test prior to their visit in the clinic. An ectopic pregnancy should be suspected in any woman of reproductive age with any symptom the above patient presented with; however these can be associated with symptoms of miscarriages or other non-pregnancy related etiology. Clinicians should be very suspicious of this symptom although patients can present with others. A recently published review by (Sawyer and Jurkovic 2007) found that the most accurate way to diagnosing an ectopic pregnancy is the use of a combination of ultrasonography, serum beta-hCG, and histology, either following laparoscopy or dilatation and curettage (D&C). These were all carried out in the purpose of diagnosing, confirming and ensuring a resolution to the problem. However, unlike ultrasonography, neither biochemistry nor histology is available immediately, and when presented with a pregnant woman with pain and/or vaginal bleeding, clinicians must urgently exclude an ectopic pregnancy. As such, the initial investigation should be ultrasonography. With the above patient the ultrasound identified fluid in the pouch of Douglas and haemoperitoneum which could have been a rupturing corpus luteal cyst could be the closest differential diagnosis; however the thick tubal ring and a solid corpus luteum seen in this case strongly favours ectopic gestation as the diagnosis (appendix 3). This case highlights an example of a situation in which an ectopic pregnancy was adequately diagnosed rather than of a complete miscarriage. Free fluid was noted, it was echogenic suggestive of haemoperitoneum. Colour. Doppler study reveals a highly vascular ‘ring of fire’ appearance surrounding the tubal ring, confirming that the cystic adnexal mass is an ectopic gestational sac. This appearance is due to a high velocity, low resistance, and trophoblastic flow through the feeding branch of the uterine artery on the affected tubal gestation site, which may aid in narrowing the differential, leading to early detection of the condition. It is usually seen as a variable sized mass, consisting of a hypoechoic centre and surrounded by a thick echogenic rim. This tubal ring can be used to distinguish an ectopic from a ruptured corpus luteum cyst, which is its closest differential. Separate studies by (Ash et al 2007) and (Vaisky et al 2007) demonstrated the value of transvaginal colour flow Doppler in aiding the diagnosis of cornual ectopics. REFERENCES Ash, A, Smith, A, Maxwell,. D (2007) Caesarian scar Pregnancy. British Journal of Obstetrics and Gynaecology. Volume 114:3:253-263 Bisset R. , Khan A, Thomas N (2002)-Differential Diagnosis on Obstetric and Gynaecological Ultrasound. Second Edition. Elsevier Science limited. London. Condous G. Ectopic pregnancy – risk factors and diagnosis. Aust FAM Physician. 2006; 35:854–857. Drife J, Magowan B, editors. Clinical Obstetrics and Gynaecology. London, United Kingdom: Saunders; 2004. pp. 169–171. Haider . Z, Condous. G, Khalid. A. , Kirk. , Bourne. T,. Van Calster. B (2006) Impact of the availability of sonography in The Acute Gynaecology Unit Lewis G. , Drife J, Why Mothers Die 2000–2002 – The Sixth Report of Confidential Enquiries into Maternal Deaths in the United Kingdom; London, United Kingdom: Royal College of Obstetricians and Gynaecologists; 2004. Royal College of Obstetrician and Gynaecologist (2006). Green Top Guidelines in Early Pregnancy loss (WWW) http://www. rcog. org. uk/resources/public/pdf/green top 25 management epl. pdf (April 5th 2007). Sawyer E, Jurkovic D. Ultrasonography in the diagnosis and management of abnormal early pregnancy. Clinical Obstet Gynecol. 2007; 50:31–54. Vasky, D. , Hamani Y. , Verstanig, A. , Yagel, S (2007)The use of 3D rendering, VCI-C,3d Power Doppler and B flow in the Evaluation of Interstitial Pregnancy with Arteriovenous malformation treated by selective Uterine Artery Embolization. Ultrasound in Obstetric and Gynaecology . Volume 29:3:352-355.

Quotes From the Famous Novel Catch-22

Quotes From the Famous Novel 'Catch-22' Catch-22  by Joseph Heller is a famous anti-war novel. Even if youve never read the book, youve likely heard about its premise. The title of the book refers to a situation where no matter what choice you make the outcome will be bad. The concept has been widely referred to in popular culture.   Here are a few quotes from the novel to refresh your memory, to give you a taste for this classic, or just for you to enjoy the language and lines of Joseph Hellers famous work. Catch-22 Quotes Chapter 2 An unreasonable belief that everybody around him was crazy, a homicidal impulse to machine-gun strangers, retrospective falsification, an unfounded suspicion that people hated him and were conspiring to kill him. Chapter 3 He had decided to live forever or die in the attempt, and his only mission each time he went up was to come down alive. Chapter 4 Youre inches away from death every time you go on a mission. How much older can you be at your age. Chapter 5 Fortunately, just when things were blackest, the war broke out. There was only one catch and that was Catch-22, which specified that a concern for ones own safety in the face of dangers that were real and immediate was the process of a rational mind. Orr was crazy and could be grounded. All he had to do was ask; and as soon as he did, he would no longer be crazy and would have to fly more missions. Or would be crazy to fly more missions and sane if he didnt, but if he was sane he had to fly them. If he flew them he was crazy and didnt have to, but if he didnt want to he was sane and had to. Yossarian was moved very deeply by the absolute simplicity of this clause of Catch-22 and let out a respectful whistle. Thats some catch, that catch-22,  he observed. Its the best there is,  Doc Daneeka agreed. Chapter 6 Catch-22...says youve always got to do what your commanding officer tells you to. But Twenty-seventh Air Force says I can go home with forty missions. But they dont say you have to go home. And regulations do say you have to obey every order. Thats the catch. Even if the colonel were disobeying a Twenty-seventh Air Force order by making you fly more missions, youd still have to fly them, or youd be guilty of disobeying an order of his. And then the Twenty-seventh Air Force Headquarters would really jump on you.   Chapter 8   History did not demand Yossarians premature demise, justice could be satisfied without it, progress did not hinge upon it, victory did not depend on it. That men would die was a matter of necessity; which men would die, though, was a matter of circumstance, and Yossarian was willing to be the victim of anything but circumstance. But that was war. Just about all he could find in its favor was that it paid well and liberated children from the pernicious influence of their parents. Clevinger was a troublemaker and a wise guy. Lieutenant Scheisskopf knew that Clevinger might cause even more trouble if he wasnt watched. Yesterday it was the cadet officers; tomorrow it might be the world. Clevinger had a mind, and Lieutenant Scheisskopf had noticed that people with minds tended to get pretty smart at times. Such men were dangerous, and even the new cadet officers whom Clevinger had helped into office were eager to give damning testimony against him. The case against Clevinger was open and shut. The only thing missing was something to charge him with. Ill tell you what justice is. Justice is a knee in the gut from the floor on the chin at night sneaky with a knife brought up down on the magazine of a battleship sandbagged underhanded in the dark without a word of warning.   Chapter 9 Some men are born mediocre, some men achieve mediocrity, and some men have mediocrity thrust upon them.    With a little ingenuity and vision, he had made it all but impossible for anyone in the squadron to talk to him, which was just fine with everyone, he noticed, since no one wanted to talk to him anyway.   Chapter 10 Major Major never sees anyone in his office while hes in his office. Chapter 12 Open your eyes, Clevinger. It doesnt make a damned bit of difference who wins the war to someone whos dead. The enemy, retorted Yossarian with weighted precision, is anybody whos going to get you killed, no matter which side hes on, and that includes Colonel Cathcart. And dont you forget that, because the longer you remember it, the longer you might live.   Yossarian sidled up drunkenly to Colonel Korn at the officers club one night to kid with him about the new Lepage gun that the Germans had moved in. What Lepage gun? Colonel Korn inquired with curiosity. The new three hundred and forty four millimeter Lepage glue gun, Yossarian answered. It glues a whole formation of planes together in mid-air. Yossarians heart sank. Something was terribly wrong if everything was all right and they had no excuse for turning back. Chapter 13 You know, that might be the answer - to act boastfully about something we ought to be ashamed of. Thats a trick that never seems to fail.   Chapter 17 There was a much lower death rate inside the hospital than outside the hospital and a much healthier death rate. Few people died unnecessarily. People knew a lot more about dying inside the hospital and made a much neater, more orderly job of it. They couldnt dominate Death inside the hospital, but they certainly made her behave. They had taught her manners. They couldnt keep death out, but while she was in she had to act like a lady. People gave up the ghost with delicacy and taste inside the hospital. There was none of that crude, ugly ostentation about dying that was so common outside the hospital. They did not blow up in mid-air like Kraft or the dead man in Yossarians tent or freeze to death in the blazing summertime the way Snowden had frozen to death after spilling his secret to Yossarian in the back of the plane. Chapter 18 Dont tell me God works in mysterious ways, Yossarian continued, hurtling on over her objection. Theres nothing so mysterious about it. Hes not working at all. Hes playing. Or else Hes forgotten all about us. Thats the kind of God you people talk about - a country bumpkin, a clumsy, bungling, brainless, conceited, uncouth hayseed. Good God, how much reverence can you have for a Supreme Being who finds it necessary to include such phenomena as phlegm and tooth decay in His divine system of creation? What in the world was running through that warped, evil, scatological mind of His when He robbed old people of the power to control their bowel movements? Why in the world did He ever create pain?   Pain? Lieutenant Scheisskopfs wife pounced upon the word victoriously. Pain is a useful symptom. Pain is a warning to us of bodily dangers.   Chapter 20 He had failed miserably, had choked up once again in the face of opposition from a stronger personality. It was a familiar, ignominious experience, and his opinion of himself was low. Chapter 36 And looking very superior, he tossed down on the table a photostatic copy of a piece of V mail in which everything but the salutation Dear Mary had been blocked out and on which the censoring officer had written, I long for you tragically. R. O. Shipman, Chaplain, U.S. Army. Chapter 39 Morale was deteriorating and it was all Yossarians fault. The country was in peril; he was jeopardizing his traditional rights of freedom and independence by daring to exercise them. Chapter 42 Run away to Sweden, Yossarian. And Ill stay here and persevere. Yes. Ill persevere. Ill nag and badger Colonel Cathcart and Colonel Korn every time I see them. Im not afraid.